Metacognitive Awareness and Academic Performance: Implications from a Cognitive Neuroscience Perspective in Pre-service Teacher Education
The results highlight the need to incorporate formal metacognitive training within teacher education curricula. Reflective practice, individual academic support and formative assessment are recommended to promote closer alignment between metacognitive awareness and academic achievement. All interventions are crucial for preparing BEd students as effective, reflective and inclusive teachers.
Authors
- Pravin Kumar Agrawal (ORCID: https://orcid.org/0000-0003-4331-8767)
- Mohit Kumar (ORCID: https://orcid.org/0000-0003-2532-4012)
- Rashmi Gore
- Shubham Goenka (ORCID: https://orcid.org/0000-0003-3274-9465)
- Supriya Agrawal (ORCID: https://orcid.org/0000-0001-7187-1354)
- Vibha Kushwaha (ORCID: https://orcid.org/0000-0003-2313-2391)
Institutions
- Chhatrapati Shahu Ji Maharaj University (IN)
- Amity University (AE)
Publication Details
- Journal
- Annals of Neurosciences
- Published
- 2025-08-18
- DOI
- https://doi.org/10.1177/09727531251361976
- Citations
- 3
- Primary Topic
- Neuroscience, Education and Cognitive Function
- Type
- article
- Field-Weighted Citation Impact
- 4.29